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A CLASSIFICATION 
)F UNIVERSITIES AND COLLEGES 
WITH REFERENCE 
TO BACHELOR'S DEGREES 



By KENDRIC CHARLES BABCOCK 

SPECIALIST IN HIGHER EDUCATION 
BUREAU OF EDUCATION 




WASHINGTON 

GOVERNMENT PRINTING OFFICE 

1911 



A 

> 



V^'V^ 



CLASSIFICATION OF UNIVERSITIES AND 
COLLEGES WITH REFERENCE TO BACH- 
ELOR'S DEGREES. 

The classification of universities and colleges presented in this cir- 
cular is the result of an attempt to estimate the work and status of a 
large group of institutions whose graduates in considerable numbers 
have sought admission to graduate schools and to professional schools 
requiring either a bachelor's degree or some part of an undergraduate 
course for admission to regular standing. No effort has been made to 
include all of the institutions listed as colleges by the Bureau of Edu- 
cation, nor should it be assumed that this classification represents 
a final judgment of the bureau relative to the institutions named. 
The preparation of this tentative classification was undertaken at the 
urgent suggestion of the deans of graduate schools at their meeting 
held in connection with the meeting of the Association of American 
Universities at Charlottesville, Va., in November, 1910. The cir- 
cular is sent out at this time semiconfidentially for their use, in the 
hope that the frank and thoroughgoing criticisms by those who may 
make use of its lists will materially assist the Bureau of Education 
in its preparation of a classified list of a large number of insti- 
tutions for regular publication, within the next A^ear or two years, 
within which time the Division of Higher Education should have 
arrived at a reasonable, well-informed, and definite judgment. 

The basis for the judgment expressed in this classification and in 
the one proposed is not merely a study of catalogues, registers, re- 
ports, and statistical statements of the institutions concerned. Infor- 
mation and opinions from widely different sources have been sought 
and used. The Specialist in Higher Education during the past six 
months made personal visits to nearh' all of the large institutions 
having graduate schools; he has studied their practice in dealing 
with applicants holding degrees from other institutions, both before 
and after admission to graduate status; he has conferred with deans, 
presidents, and committees on graduate study; and he has inspected 
the credentials and records of several thousands of graduate students 
taking courses during the last five years, in order to ascertain how 
such students stood the test of transplanting. In several cases the 
deans {)laced at the disposal of the specialist their own classified 
lists of institutions. Some of these lists were merely the accumula- 
tions of rulings of various officers of varying standards running over 
man}'' years; others, as in the case of the University of Chicago, rep- 
resented a recent attempt at rating the worth of degrees from col- 
leges having students in the particular graduate school concerned. 

SS2t3-ll (3) 



The institutions thus visited were: Johns Hopkins University, 
University of Pennsylvania, Bryn Mawr College, Princeton Univer- 
sity, Columbia University, New York University, Vassar College, 
Yale University, Harvard University, Cornell University, University 
of ^-lichigan, University of Chicago, Northwestern University, Uni- 
versity of Wisconsin, University of Illinois, Indiana University, and 
Ohio State University. On visits to State universities special en- 
deavor was made to ascertain their practice in dealing with under- 
graduates entering the State university from the other colleges and 
universities in their respective States, as well as with the graduates 
of these contributing institutions. 

Special mention should also be made of helpful interviews with the 
officials of the Carnegie Foundation for the Advancement of Teach- 
ing, and of the General Education Board; with the first assistant 
commissioner of education of New York State, who is charged with 
oversight of colleges, professional and technical schools; with similar 
State education officers of Illinois, Virginia, North Carolina, and 
South Carolina; and with the heads of several agencies for teachers 
who have supplied members of faculties to the small institutions and 
have dealt with large numbers of graduates desiring positions as 
teachers. 

The rating of institutions in this classification is based upon the 
course which might be followed by the ambitious student proceeding 
under normal conditions: (1) An earnest student of good ability and 
health who has complied with the requirements for a bachelor's 
degree in a standard college (one requiring the usual four years of 
high school work, or at least 14 units, for admission, and four years 
of well-distributed college work for graduation, in chargp of a com- 
petent faculty of not less than six persons giving their whole time to 
college work). (2) Whose work includes a solid foundation for the 
courses which he desires to take for the advanced degree. (3) Who 
enters upon graduate work within a year or two after taking his 
bachelor's degree, without intervening special study and without 
such advantages as might arise from teaching subjects of a special 
nature in high school or college, thereby making up in some part 
deficiencies in his college preparation for graduate work. Since 
many of the smaller colleges do their soundest and most efficient 
work in classical lines, the names of several sucli institutions are 
placed in Class II, but with the limitation that this recognition of 
their work is confined to students trained in the particular line of 
study mentioned in the parenthesis, as A, for the traditional classical 
or distmctively arts course. 

It is of course assumed that the line of study pursued for the higher 
degree is closely allied to the work done as an undergraduate, and 
not widel}- divergent as would be the case if a graduate from the 
classical course desired to take a master's degree in forestry. 



CLASS I. 



Institutions whose graduates would ordinarily be able to take the 
master's degree at any of the large graduate schools in one year after 
receiving the bachelor's degree, without necessarily doing more than 
the amount of work regularl}* prescribed for such higher degree. 



Institutions whose graduates would probably require for the mas- 
ter's degree in one of the strong graduate schools somewhat more 
than one year's regular graduate work. This would mean a differential 
which might be represented bj' one or two extra year-courses, by one or 
more summer school sessions, or by a fourth or fifth quarter. In accord- 
ance with the practice of some graduate schools a brilliant student 
with a brilliant record from the strong institutions in this class (those 
marked *) might be admitted probationally to regular candidacy, 
and if he gives satisfactory evidence of his ability to do the pre- 
scribed work during the first term or semester he might be given an 
individual rerating in the middle of the year and granted the higher 
degree on the completion of the regular minimum amount of work. 

CLASS m. 

Institutions whose standards of admission and graduation are so 
low, or so uncertain, or so loosely administered, as to make the 
requirement of two years for the master's degree probable. The 
alternative for this requirement of two years might be one j'ear in 
undergraduate status, terminating with a bachelor's degree, and a 
second year in regular candidacy for a higher degree with the ordinary 
amount of work. The older private institutions, such as Harvard 
University and Yale University, usually prefer not to give their 
bachelor's degree after a single year in residence. 

CLASS IV. 

Institutions whose bachelor's degree would be approximately two 
years short of equivalency with the standard bachelor's degree of a 
standard college as described above. It should be said in connection 
with this class that the information upon which to base judgment of 
individual institutions is less sufficient and satisfactory, and in larger 
proportion drawn from catalogues, than is the case for the other classes, 
since a relatively smaller proportion of the graduates of institutions 
in this class appears in the registration in graduate and professional 
schools. Presumably a much larger number of institutions will 
appear in this class when work upon the classification of colleges and 
universities has further progressed. Many of these institutions make 
the claim that certain of their graduates have taken the master's de- 
gree in one year at some one of the great graduate schools, but in 
practically all such cases the original deficiency has been measurably 
supplied by summer schools, teaching, field work, or practical 
experience extending over several years. 



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